Research Article
BibTex RIS Cite
Year 2022, Volume: 9 Issue: 4, 351 - 367, 30.12.2022

Abstract

References

  • Adagideli, F. H. & Ader, E. (2014). Okul öncesi dönemde üstbiliş ve özdüzenleme: değerlendirme, öğretim ve beceriler (Metacognition and self-regulation in preschool: assessment, teaching and skills). In G. Sakız (Ed.), Özdüzenleme- öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (Self-regulation - development of self-regulation behaviors from learning to teaching, strategies and suggestions) (pp. 130-149). Ankara: Nobel Akademik Yayıncılık.
  • Adedigba, O. (2015). The influence of aesthetic school environment on children’s motivation for learning and school attendance in Ilorin Metropolis. Journal of Early Childhood Association of Nigeria, 5, 363-374.
  • Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki (Relationship between the academic success, selfregulating learning skills, and motivations of 5th grade students and teaching styles of teachers). Doctoral Thesis. Balıkesir University, Balıkesir, Turkey.
  • Ali, A. S. (2016). The sources of motivation and academic motivation levels in Sakarya middle schools (Serdivan, Turkey). Master Thesis, Sakarya University, Sakarya, Turkey.
  • Ataman, A. (2003). Üstün zekalılar ve üstün yetenekliler (Gifted and talented). In A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş (Children with special needs and access to special education). Ankara: Gündüz Eğitim.
  • Bayındır, D. ve Ural, O. (2016). Öz Düzenleme Becerileri Ölçeği’nin geliştirilmesi (Development of the SRSs Scale), Uluslararası Online Eğitim Bilimleri Dergisi, 8(4), 119-132. Doi: 10.15345/iojes.2016.04.011
  • Berhenke, A. L. (2013). Motivation, self-regulation, and learning in preschool. Doctoral Thesis. University of Michigan.
  • Borland, J. H. & Wright, L. (2000) Identifying and educating poor and under-represented gifted students. In K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds), International handbook of giftedness and talent (pp: 587–594). Oxford: Elsevier Science.
  • Calero, M. D., Garcia-Martin, M. B., Jimenez, M. I., Kazen, M. & Araque, A. (2007). Self-regulation advantage for high-IQ children: Findings from a research study. Learning and Individual Differences, 17(4), 328–343.
  • Can, A. (2022). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (Quantitative data analysis in scientific research process with SPSS). 10th Ed. Ankara: Pegem Akademi.
  • Carlton, M. P. (1996). Intrinsic motivation in voung children: Supporting the development of mastery motivation in the early childhood classroom. Paper presented at the annual meeting of the Mid-South Educational Research Association, Tuscaloosa, Alabama.
  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma (A study on the importance of self-regulation teaching in education). Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 1-11.
  • Çitil, M. & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar (The reflection of the behavioral characteristics of gifted students in primary education on educational environments and the problems that may arise). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 185-231.
  • Dağlıoğlu, H. E. (2002). Anaokuluna devam eden 5-6 yaş grubu çocuklar arasından matematik alanında üstün yetenekli olanların belirlenmesi (The identification of mathematically gifted children among five-six years old preschool children). Doctoral Thesis. Hacettepe University, Ankara, Turkey.
  • Dağlıoğlu, H. E. (2015). Erken çocuklukta üstün yetenek (Giftedness in early childhood). In F. Şahin (Ed.), Üstün zekalı ve yetenekli çocukların eğitimi (Education of gifted and talented children) (pp. 75-96). Ankara: Pegem A
  • Dağlıoğlu, H. E. (2018). Özerklik kuramı bakış açısından üstün yetenekli çocuklarda motivasyon (Motivation in gifted children from the point of view of autonomy theory). Milli Eğitim Dergisi, Özel Sayı, 47(1), 343-364. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/40518/482405
  • Dağlıoğlu, H. E., & Suveren, S. (2013). Okul öncesi dönem üstün yetenekli çocukların belirlenmesinde öğretmen ve aile görüşleri ile çocukların performanslarının tutarlılığının incelenmesi (Examining the consistency of teachers and family views and children's performances in identifying gifted preschool children). Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 431-453.
  • Deci, E. L. & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
  • Demir, M. K. & Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ile matematik dersi başarılarının arasındaki ilişki (The relationship between primary school fourth grade students' self-regulation, motivation, metacognitive skills and their success in mathematics). Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (41), 30-41. https://dergipark.org.tr/tr/pub/deubefd/issue/35753/399474
  • Ergün, M. (2019). Sınıfta motivasyon (Motivation in the classroom). In E. Karip (Ed.), Sınıf yönetimi (Classroom management) (pp. 133-148). Ankara: Pegem Akademi
  • Farmer, D. (1997). Just what is gifted child? http://austega.com/gifted/whatis.htm
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15, 119-147. DOI:10.1080/1359813042000314682
  • Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 61-80). Waco, TX: Prufrock.
  • Goodman, K. (2020). Giftedness in young children: What do parents and teachers know? Student Research Submissions. 377. Received from: https://scholar.umw.edu/student_research/377
  • Gottfried, A. E., & Gottfried, A. W. (2009). Development of gifted motivation from childhood through young adulthood: Longitudinal research and implications for gifted assessment and education. In L. Shavinina (Ed.), International handbook of giftedness and talent (pp. 617–631). New York, NY: Springer Science.
  • Gottfried, A. W., Gottfried, A. E., & Guerin, D. W. (2006). The Fullerton longitudinal study: A long-term investigation of intellectual and motivational giftedness. Journal for the Education of the Gifted, 29(4), 430–450. https://doi.org/10.4219/jeg-2006-244.
  • Gottfried, A.E. ve Gottfried, A.W. (2004). Toward the development of a coceptualization of gifted motivation. Gifted Child Quarterly, 48(2)121-132. https://doi.org/10.1177/0016986204048002
  • Gottfried, A.W., Cook, C.R. Gottfried, A.E. & Morris, P.E. (2005). Educational characteristic of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49(2)172-186. https://doi.org/10.1177/001698620504900206
  • Grassinger, R., Porath, M., & Ziegler, A. (2010). Mentoring the gifted: A conceptual analysis. High Ability Studies, 21(1), 27-46. https://doi.org/10.1080/13598139.2010.488087
  • Gross, M. U. M. (2004). Gifted and talented education professional package for teachers module 3. Gifted Education Research, Resource and Information Center (GERRIC), UNSW.
  • Jozsa, K. & Morgan, G. A. (2015). An improved measure of mastery motivation: Reliability and validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children. Hungarian Educational Research Journal, 5(4), 1–22. https://doi.org/10.14413/HERJ2015.04.08
  • Kaymakcı, G. (2018). Ortaokul bilsem öğrencilerine yönelik fen eğilimi öz-değerlendirme ölçeği'nin geliştirilmesi ve bilsem öğrencilerinin fen öğrenmeye yönelik motivasyonlarının belirlenmesi ortaokul bilsem öğrencilerine yönelik fen eğilimi öz-değerlendirme ölçeği'nin geliştirilmesi ve bilsem öğrencilerinin fen öğrenmeye yönelik motivasyonlarının belirlenmesi (Development of the science disposition self-evaluation scale for middle school bi̇lsem students and determination of bi̇lsem students' motivation towards science learning). Doctoral Thesis. Muğla Sıtkı Koçman University, Muğla, Turkey.
  • Kord, P. (2000). Gifted identification: Parents left out! Parenting a gifted child, Suite 101. Retrieved November 2022.
  • Kurnaz, A. (2018). Üstün yetenekli öğrencilerde değerlerin gözlemlenme durumu ve öğrencilerin bu değerlere ilişkin algılarının incelenmesi (Observation of values in gifted students and examining students' perceptions of these values). Milli Eğitim Dergisi, Özel Sayı,1, 413-435.
  • Lee, A. & Gao, H. (2014). Gifted and talented high school students’ self-regulated motivation and learning strategies. The Snu Journal of Education Research, 51-71.
  • Malaguzzi, L. (1998). History, ideas and basic philosophy: An interview with Lella Gandini. In. C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (pp. 49-98). Greenwich CT: Ablex Publishing Corporation
  • Marcou, A. & Philippou, G. (2005). Motivational beliefs, self-regulated learning and mathematical problem solving. In Chick H. L. ve Vincent, J.L. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics education, vol.3, (pp..297-304), Melbourne:PME.
  • Matthews, D.J. & Foster, J.F. (2004). Being smart about gifted children. Arizona: Great Potantial.
  • McAlpine, D., & Reid, N. A. (1996). Teacher observation scales for identifying children with special abilities: teachers' handbook. Educational Research and Development Centre, Massey University.
  • Metin, N. (2012). Özel gereksinimli çocuklar (Children with special needs), in E. N. Metin (Ed.) Özel gereksinimli çocuklar (Children with special needs) (pp:1-10). Ankara: Maya Akademi Yayın.
  • Milyutina, E., Lobacheva, A., Lukyanova, T., & Zakharov, D. (2019). Motivation of students with disabilities ın the system of ınclusive higher education. In V. Mantulenko (Ed.), Global Challenges and Prospects of the Modern Economic Development, vol 57. European Proceedings of Social and Behavioural Sciences (pp. 615-623). Future Academy. https://doi.org/10.15405/epsbs.2019.03.61
  • MoNE. (1997). 573 Sayılı Kanun Hükmünde Kararname (Decree Law No. 573). https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111011_ozel_egitim_kanun_hukmunda_kararname.pdf
  • MoNE. (2018). Özel yetenekli çocuğum var (I have a gifted child). Ankara: Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü Yayınları.
  • Morelock, M. (1992). Giftedness: The view from within. Understanding Our Gifted 4(3), 1, 11-15.
  • Mönks, F. J. & Mason, E. J. (2000). Developmental psychology and giftedness: Theories and research. In K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp. 587–594). Oxford: Elsevier Science.
  • Öğretici, A. E. (2012). Bir grup üstün zekâlı çocuğun sosyal uyumlarının incelenmesi (Investigation of social adaptation status of a group of gifted children). Master Thesis, İstanbul Gelişim University, İstanbul, Turkey.
  • Özbey, S. & Aktemur Gürler, S. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların motivasyon düzeyleri ile sosyal becerileri ve problem davranışları arasındaki ilişkinin incelenmesi (Investigation of the relationship between motivation levels, social skills and problem behaviors of children attending pre-school education institutions). Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 8(1), 587-602. https://dergipark.org.tr/tr/pub/teke/issue/44335/547976
  • Özbey, S. & Dağlıoğlu, H.E. (2017). Adaptation study of the Motivation Scale for The Preschool Children (DMQ18). International Journal of Academic Research, 4, 2(1), 1-14.
  • Özbey, S. (2018). Okul öncesi dönem çocuklarında motivasyon ve öz düzenleme becerileri üzerine bir inceleme (An investigation on motivation and SRSs in preschool children). Akademik Sosyal Araştırmalar Dergisi, 6(65), 26-47.
  • Özbey, S., Mercan, M. & Alisinanoğlu, F. (2018). Okul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların yaşam kalitesi ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi (Examination of the relationship between the quality of life and SRSs of 48-72 months old children attending pre-school education institution). Eğitim ve Toplum Araştırmaları Dergisi, 5(2), 157-173. https://dergipark.org.tr/tr/pub/etad/issue/41884/385814
  • Özmenteş, S. (2008). Çalgı eğitiminde öz-düzenlemeli öğrenme taktikleri (Self-regulated learning tactics in instrument training). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(16), 157–175.
  • Özsoy Yanbak, M. (2019). Okul öncesi eğitime devam eden çocukların öz düzenleme becerileri ile baba çocuk ilişkisinin incelenmesi (Examination of the relation between self regulation skills and paternal relationship among preschool period children). Master Thesis, Gazi University, Ankara, Turkey.
  • Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of learning disabilities, 27(6), 360–370. https://doi.org/10.1177/002221949402700603
  • Raffaelli, M., Crockett, L., & Shen, Y. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54-75. DOI: 10.3200/GNTP.166.1.54-76
  • Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184.
  • Renzulli, J. S. (1986) The three ring conception of giftedness: A developmental model of creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.) Conceptions of giftednes. (pp.53–92). New York: Cambridge University.
  • Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st Century: a four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159. https://doi.org/10.1177/0016986212444901
  • Rinn, A. N. & Majority, K. L. (2018). The social and emotional world of gifted. In S.I. Pfeiffer (Ed.) Handbook of giftedness in children (pp. 49-63). USA: Springer.
  • Risemberg, R., & Zimmerman, B. J. (2010). Self‐regulated learning in gifted students. Reoper Review, 15(2), 98-101. https://doi.org/10.1080/02783199209553476
  • Ryan, R. M. & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M. & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sak, U. (2020). Üstün zekalılar (Gifted). Ankara: Vize Akademik.
  • Saranlı, A. G. & Metin, N. (2012). Üstün yetenekli çocuklarda gözlenen sosyal-duygusal sorunlar (Social-emotional problems observed in gifted children). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(1), 139-163.
  • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
  • Siegle, D., & McCoach, D. B. (2005). Motivating gifted students. Waco: Prufrock Press.
  • Smuthy, J. F. (2000, May). CEC–Teaching young gifted children in the regular classroom. Retrieved from ERIC Digest E595 www.cec.sped.org/AM/TemplateRedirect.cfm?template=/CM/...cfm...
  • Stoeger, H. & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-regulated learning training program?. Gifted Education International. 26(1):110-123. doi:10.1177/026142941002600113
  • Street, P. (2001). The role of motivation to the academic achievement of gifted secondary students, Gifted Educational International, 15(2), 164–177. https://doi.org/10.1177/026142940101500207
  • Topçu, S. (2015). Üstün ve normal zihin düzeyine sahip öğrencilerde içsel-dışsal motivasyon ve benlik saygı düzeyi arasındaki ilişki (Relationship between internal - external motivation and self esteem in students with superior and normal intelligence levels). Master Thesis, İstanbul University, İstanbul, Turkey.
  • Topçu, S. (2020). Özel yetenekli öğrencilerde içsel ve dışsal motivasyon (Intrinsic and extrinsic motivation in gifted students). In Marilena Z. Leana-Taşçılar (Ed), Özel yetenekli çocukların psikolojisi (Psychology of gifted children) (3rd. Ed) (pp. 35-69). Ankara: Nobel.
  • Tortop H.S., & Eker, C. (2014). Üstün yetenekler eğitim programlarında öz-düzenlemeli öğrenme neden yer almalıdır? (Why should self-regulated learning be included in gifted education programs?). Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(1), 23-41.
  • Tozduman Yaralı, K., & Güngör Aytar, A. (2017). Okul öncesi dönem çocuklarının davranışlarının öz düzenleme becerileri yönünden incelenmesi (Examination of preschool children's behaviors in terms of SRSs). Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 856-870.
  • Wentzel, K. R. (2020). Motivating students to learn. New York: Routledge.
  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70(1), 551-576. https://doi.org/10.1146/annurev-psych-010418-102846
  • Yazgan-Sağ, G. (2014). Üstün yetenekli öğrencilerde öz düzenleme faaliyetleri (Self-regulation activities in gifted students). In Gönül Sakız (Ed), Özdüzenleme- öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (Self-regulation – development of self-regulation behaviors from learning to teaching, in strategies and suggestions ) (pp. 154-187). Ankara: Nobel.
  • Yıldız, G. (2010). İlköğretim 7. sınıf öğrencilerinin matematik başarıları, biliş üstü becerileri, düşünme stilleri ve matematik öz kavramları arasındaki ı̇lişkiler (The relationships between middle school seventh grade students? mathematics achievement, metacognitive strategies, thinking styles and mathematics self-concept). Doctoral Thesis. Yıldız Teknik University, İstanbul, Turkey.

The predictive power of motivation on self-regulation skills of gifted preschooler

Year 2022, Volume: 9 Issue: 4, 351 - 367, 30.12.2022

Abstract

This study aimed to analyze the relationship between preschool potentially gifted children’s (PGC) self-regularion skills (SRSs) and their motivation levels .The study group consists of a total of 45 children aged 50-76 months, who were considered to be gifted by their parents and teachers, among 3775 children who attended the official independent kindergartens affiliated to the Ministry of National Education in the city center of Çorum and the kindergarten classes within the primary/secondary school/high school. The research designed in relational screening model. The findings revealed that the motivation of the PGC, who were nominated by their teachers and parents, was above the medium level. The normality test results revealed that data distribution is normal. Thus, parametric tests were used during data analysis. The relationships between the PGC’s motivation and their SRSs were examined through use of Pearson moment multiplier correlation analysis. Linear regression analysis was used to determine how motivation predicted children's SRSs. The results uncovered that PGC’s general motivation was above the medium level. Mastery pleasure was found to have the highest scores, while social persistence with adults and social persistence with children had the lowest scores obtained from the seven dimensions of the scale. Considering the PGC’s SRSs, their regulation skills were satisfactory in terms of dimensions, their control skills were above the medium level, and their SRSs are at a satisfactory level in general. Upon investigating the relationship between motivation and SRSs of the preschool PGC, the highest level and positive relationship between the dimensions of the self-regulation scale and the total scores was correlated with the general competence dimension of the motivation scale. The results of regression analysis suggested that general competence dimension of the motivation scale was the only variable predicting self-regulation total score and all of the regulation skills dimensions. Social persistence with adults dimension also predicted regulation skills together with general competence. It can be recommended to conduct studies based on longitudinal or mixed models in order to reveal the relationship between SRSs and motivation in preschool gifted children.

References

  • Adagideli, F. H. & Ader, E. (2014). Okul öncesi dönemde üstbiliş ve özdüzenleme: değerlendirme, öğretim ve beceriler (Metacognition and self-regulation in preschool: assessment, teaching and skills). In G. Sakız (Ed.), Özdüzenleme- öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (Self-regulation - development of self-regulation behaviors from learning to teaching, strategies and suggestions) (pp. 130-149). Ankara: Nobel Akademik Yayıncılık.
  • Adedigba, O. (2015). The influence of aesthetic school environment on children’s motivation for learning and school attendance in Ilorin Metropolis. Journal of Early Childhood Association of Nigeria, 5, 363-374.
  • Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki (Relationship between the academic success, selfregulating learning skills, and motivations of 5th grade students and teaching styles of teachers). Doctoral Thesis. Balıkesir University, Balıkesir, Turkey.
  • Ali, A. S. (2016). The sources of motivation and academic motivation levels in Sakarya middle schools (Serdivan, Turkey). Master Thesis, Sakarya University, Sakarya, Turkey.
  • Ataman, A. (2003). Üstün zekalılar ve üstün yetenekliler (Gifted and talented). In A. Ataman (Ed.), Özel gereksinimli çocuklar ve özel eğitime giriş (Children with special needs and access to special education). Ankara: Gündüz Eğitim.
  • Bayındır, D. ve Ural, O. (2016). Öz Düzenleme Becerileri Ölçeği’nin geliştirilmesi (Development of the SRSs Scale), Uluslararası Online Eğitim Bilimleri Dergisi, 8(4), 119-132. Doi: 10.15345/iojes.2016.04.011
  • Berhenke, A. L. (2013). Motivation, self-regulation, and learning in preschool. Doctoral Thesis. University of Michigan.
  • Borland, J. H. & Wright, L. (2000) Identifying and educating poor and under-represented gifted students. In K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds), International handbook of giftedness and talent (pp: 587–594). Oxford: Elsevier Science.
  • Calero, M. D., Garcia-Martin, M. B., Jimenez, M. I., Kazen, M. & Araque, A. (2007). Self-regulation advantage for high-IQ children: Findings from a research study. Learning and Individual Differences, 17(4), 328–343.
  • Can, A. (2022). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (Quantitative data analysis in scientific research process with SPSS). 10th Ed. Ankara: Pegem Akademi.
  • Carlton, M. P. (1996). Intrinsic motivation in voung children: Supporting the development of mastery motivation in the early childhood classroom. Paper presented at the annual meeting of the Mid-South Educational Research Association, Tuscaloosa, Alabama.
  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma (A study on the importance of self-regulation teaching in education). Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5), 1-11.
  • Çitil, M. & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar (The reflection of the behavioral characteristics of gifted students in primary education on educational environments and the problems that may arise). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 185-231.
  • Dağlıoğlu, H. E. (2002). Anaokuluna devam eden 5-6 yaş grubu çocuklar arasından matematik alanında üstün yetenekli olanların belirlenmesi (The identification of mathematically gifted children among five-six years old preschool children). Doctoral Thesis. Hacettepe University, Ankara, Turkey.
  • Dağlıoğlu, H. E. (2015). Erken çocuklukta üstün yetenek (Giftedness in early childhood). In F. Şahin (Ed.), Üstün zekalı ve yetenekli çocukların eğitimi (Education of gifted and talented children) (pp. 75-96). Ankara: Pegem A
  • Dağlıoğlu, H. E. (2018). Özerklik kuramı bakış açısından üstün yetenekli çocuklarda motivasyon (Motivation in gifted children from the point of view of autonomy theory). Milli Eğitim Dergisi, Özel Sayı, 47(1), 343-364. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/40518/482405
  • Dağlıoğlu, H. E., & Suveren, S. (2013). Okul öncesi dönem üstün yetenekli çocukların belirlenmesinde öğretmen ve aile görüşleri ile çocukların performanslarının tutarlılığının incelenmesi (Examining the consistency of teachers and family views and children's performances in identifying gifted preschool children). Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 431-453.
  • Deci, E. L. & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
  • Demir, M. K. & Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ile matematik dersi başarılarının arasındaki ilişki (The relationship between primary school fourth grade students' self-regulation, motivation, metacognitive skills and their success in mathematics). Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (41), 30-41. https://dergipark.org.tr/tr/pub/deubefd/issue/35753/399474
  • Ergün, M. (2019). Sınıfta motivasyon (Motivation in the classroom). In E. Karip (Ed.), Sınıf yönetimi (Classroom management) (pp. 133-148). Ankara: Pegem Akademi
  • Farmer, D. (1997). Just what is gifted child? http://austega.com/gifted/whatis.htm
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15, 119-147. DOI:10.1080/1359813042000314682
  • Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 61-80). Waco, TX: Prufrock.
  • Goodman, K. (2020). Giftedness in young children: What do parents and teachers know? Student Research Submissions. 377. Received from: https://scholar.umw.edu/student_research/377
  • Gottfried, A. E., & Gottfried, A. W. (2009). Development of gifted motivation from childhood through young adulthood: Longitudinal research and implications for gifted assessment and education. In L. Shavinina (Ed.), International handbook of giftedness and talent (pp. 617–631). New York, NY: Springer Science.
  • Gottfried, A. W., Gottfried, A. E., & Guerin, D. W. (2006). The Fullerton longitudinal study: A long-term investigation of intellectual and motivational giftedness. Journal for the Education of the Gifted, 29(4), 430–450. https://doi.org/10.4219/jeg-2006-244.
  • Gottfried, A.E. ve Gottfried, A.W. (2004). Toward the development of a coceptualization of gifted motivation. Gifted Child Quarterly, 48(2)121-132. https://doi.org/10.1177/0016986204048002
  • Gottfried, A.W., Cook, C.R. Gottfried, A.E. & Morris, P.E. (2005). Educational characteristic of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49(2)172-186. https://doi.org/10.1177/001698620504900206
  • Grassinger, R., Porath, M., & Ziegler, A. (2010). Mentoring the gifted: A conceptual analysis. High Ability Studies, 21(1), 27-46. https://doi.org/10.1080/13598139.2010.488087
  • Gross, M. U. M. (2004). Gifted and talented education professional package for teachers module 3. Gifted Education Research, Resource and Information Center (GERRIC), UNSW.
  • Jozsa, K. & Morgan, G. A. (2015). An improved measure of mastery motivation: Reliability and validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children. Hungarian Educational Research Journal, 5(4), 1–22. https://doi.org/10.14413/HERJ2015.04.08
  • Kaymakcı, G. (2018). Ortaokul bilsem öğrencilerine yönelik fen eğilimi öz-değerlendirme ölçeği'nin geliştirilmesi ve bilsem öğrencilerinin fen öğrenmeye yönelik motivasyonlarının belirlenmesi ortaokul bilsem öğrencilerine yönelik fen eğilimi öz-değerlendirme ölçeği'nin geliştirilmesi ve bilsem öğrencilerinin fen öğrenmeye yönelik motivasyonlarının belirlenmesi (Development of the science disposition self-evaluation scale for middle school bi̇lsem students and determination of bi̇lsem students' motivation towards science learning). Doctoral Thesis. Muğla Sıtkı Koçman University, Muğla, Turkey.
  • Kord, P. (2000). Gifted identification: Parents left out! Parenting a gifted child, Suite 101. Retrieved November 2022.
  • Kurnaz, A. (2018). Üstün yetenekli öğrencilerde değerlerin gözlemlenme durumu ve öğrencilerin bu değerlere ilişkin algılarının incelenmesi (Observation of values in gifted students and examining students' perceptions of these values). Milli Eğitim Dergisi, Özel Sayı,1, 413-435.
  • Lee, A. & Gao, H. (2014). Gifted and talented high school students’ self-regulated motivation and learning strategies. The Snu Journal of Education Research, 51-71.
  • Malaguzzi, L. (1998). History, ideas and basic philosophy: An interview with Lella Gandini. In. C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (pp. 49-98). Greenwich CT: Ablex Publishing Corporation
  • Marcou, A. & Philippou, G. (2005). Motivational beliefs, self-regulated learning and mathematical problem solving. In Chick H. L. ve Vincent, J.L. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics education, vol.3, (pp..297-304), Melbourne:PME.
  • Matthews, D.J. & Foster, J.F. (2004). Being smart about gifted children. Arizona: Great Potantial.
  • McAlpine, D., & Reid, N. A. (1996). Teacher observation scales for identifying children with special abilities: teachers' handbook. Educational Research and Development Centre, Massey University.
  • Metin, N. (2012). Özel gereksinimli çocuklar (Children with special needs), in E. N. Metin (Ed.) Özel gereksinimli çocuklar (Children with special needs) (pp:1-10). Ankara: Maya Akademi Yayın.
  • Milyutina, E., Lobacheva, A., Lukyanova, T., & Zakharov, D. (2019). Motivation of students with disabilities ın the system of ınclusive higher education. In V. Mantulenko (Ed.), Global Challenges and Prospects of the Modern Economic Development, vol 57. European Proceedings of Social and Behavioural Sciences (pp. 615-623). Future Academy. https://doi.org/10.15405/epsbs.2019.03.61
  • MoNE. (1997). 573 Sayılı Kanun Hükmünde Kararname (Decree Law No. 573). https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111011_ozel_egitim_kanun_hukmunda_kararname.pdf
  • MoNE. (2018). Özel yetenekli çocuğum var (I have a gifted child). Ankara: Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü Yayınları.
  • Morelock, M. (1992). Giftedness: The view from within. Understanding Our Gifted 4(3), 1, 11-15.
  • Mönks, F. J. & Mason, E. J. (2000). Developmental psychology and giftedness: Theories and research. In K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp. 587–594). Oxford: Elsevier Science.
  • Öğretici, A. E. (2012). Bir grup üstün zekâlı çocuğun sosyal uyumlarının incelenmesi (Investigation of social adaptation status of a group of gifted children). Master Thesis, İstanbul Gelişim University, İstanbul, Turkey.
  • Özbey, S. & Aktemur Gürler, S. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların motivasyon düzeyleri ile sosyal becerileri ve problem davranışları arasındaki ilişkinin incelenmesi (Investigation of the relationship between motivation levels, social skills and problem behaviors of children attending pre-school education institutions). Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 8(1), 587-602. https://dergipark.org.tr/tr/pub/teke/issue/44335/547976
  • Özbey, S. & Dağlıoğlu, H.E. (2017). Adaptation study of the Motivation Scale for The Preschool Children (DMQ18). International Journal of Academic Research, 4, 2(1), 1-14.
  • Özbey, S. (2018). Okul öncesi dönem çocuklarında motivasyon ve öz düzenleme becerileri üzerine bir inceleme (An investigation on motivation and SRSs in preschool children). Akademik Sosyal Araştırmalar Dergisi, 6(65), 26-47.
  • Özbey, S., Mercan, M. & Alisinanoğlu, F. (2018). Okul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların yaşam kalitesi ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi (Examination of the relationship between the quality of life and SRSs of 48-72 months old children attending pre-school education institution). Eğitim ve Toplum Araştırmaları Dergisi, 5(2), 157-173. https://dergipark.org.tr/tr/pub/etad/issue/41884/385814
  • Özmenteş, S. (2008). Çalgı eğitiminde öz-düzenlemeli öğrenme taktikleri (Self-regulated learning tactics in instrument training). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(16), 157–175.
  • Özsoy Yanbak, M. (2019). Okul öncesi eğitime devam eden çocukların öz düzenleme becerileri ile baba çocuk ilişkisinin incelenmesi (Examination of the relation between self regulation skills and paternal relationship among preschool period children). Master Thesis, Gazi University, Ankara, Turkey.
  • Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of learning disabilities, 27(6), 360–370. https://doi.org/10.1177/002221949402700603
  • Raffaelli, M., Crockett, L., & Shen, Y. (2005). Developmental stability and change in self-regulation from childhood to adolescence. The Journal of Genetic Psychology, 166(1), 54-75. DOI: 10.3200/GNTP.166.1.54-76
  • Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60, 180-184.
  • Renzulli, J. S. (1986) The three ring conception of giftedness: A developmental model of creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.) Conceptions of giftednes. (pp.53–92). New York: Cambridge University.
  • Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st Century: a four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159. https://doi.org/10.1177/0016986212444901
  • Rinn, A. N. & Majority, K. L. (2018). The social and emotional world of gifted. In S.I. Pfeiffer (Ed.) Handbook of giftedness in children (pp. 49-63). USA: Springer.
  • Risemberg, R., & Zimmerman, B. J. (2010). Self‐regulated learning in gifted students. Reoper Review, 15(2), 98-101. https://doi.org/10.1080/02783199209553476
  • Ryan, R. M. & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M. & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sak, U. (2020). Üstün zekalılar (Gifted). Ankara: Vize Akademik.
  • Saranlı, A. G. & Metin, N. (2012). Üstün yetenekli çocuklarda gözlenen sosyal-duygusal sorunlar (Social-emotional problems observed in gifted children). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(1), 139-163.
  • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: theory, research, and applications (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
  • Siegle, D., & McCoach, D. B. (2005). Motivating gifted students. Waco: Prufrock Press.
  • Smuthy, J. F. (2000, May). CEC–Teaching young gifted children in the regular classroom. Retrieved from ERIC Digest E595 www.cec.sped.org/AM/TemplateRedirect.cfm?template=/CM/...cfm...
  • Stoeger, H. & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-regulated learning training program?. Gifted Education International. 26(1):110-123. doi:10.1177/026142941002600113
  • Street, P. (2001). The role of motivation to the academic achievement of gifted secondary students, Gifted Educational International, 15(2), 164–177. https://doi.org/10.1177/026142940101500207
  • Topçu, S. (2015). Üstün ve normal zihin düzeyine sahip öğrencilerde içsel-dışsal motivasyon ve benlik saygı düzeyi arasındaki ilişki (Relationship between internal - external motivation and self esteem in students with superior and normal intelligence levels). Master Thesis, İstanbul University, İstanbul, Turkey.
  • Topçu, S. (2020). Özel yetenekli öğrencilerde içsel ve dışsal motivasyon (Intrinsic and extrinsic motivation in gifted students). In Marilena Z. Leana-Taşçılar (Ed), Özel yetenekli çocukların psikolojisi (Psychology of gifted children) (3rd. Ed) (pp. 35-69). Ankara: Nobel.
  • Tortop H.S., & Eker, C. (2014). Üstün yetenekler eğitim programlarında öz-düzenlemeli öğrenme neden yer almalıdır? (Why should self-regulated learning be included in gifted education programs?). Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(1), 23-41.
  • Tozduman Yaralı, K., & Güngör Aytar, A. (2017). Okul öncesi dönem çocuklarının davranışlarının öz düzenleme becerileri yönünden incelenmesi (Examination of preschool children's behaviors in terms of SRSs). Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 856-870.
  • Wentzel, K. R. (2020). Motivating students to learn. New York: Routledge.
  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70(1), 551-576. https://doi.org/10.1146/annurev-psych-010418-102846
  • Yazgan-Sağ, G. (2014). Üstün yetenekli öğrencilerde öz düzenleme faaliyetleri (Self-regulation activities in gifted students). In Gönül Sakız (Ed), Özdüzenleme- öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (Self-regulation – development of self-regulation behaviors from learning to teaching, in strategies and suggestions ) (pp. 154-187). Ankara: Nobel.
  • Yıldız, G. (2010). İlköğretim 7. sınıf öğrencilerinin matematik başarıları, biliş üstü becerileri, düşünme stilleri ve matematik öz kavramları arasındaki ı̇lişkiler (The relationships between middle school seventh grade students? mathematics achievement, metacognitive strategies, thinking styles and mathematics self-concept). Doctoral Thesis. Yıldız Teknik University, İstanbul, Turkey.
There are 77 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Thinking Skills at Gifted Education
Authors

Özlem Çerezci 0000-0002-8020-6994

H. Elif Dağlıoğlu 0000-0002-7420-815X

Cem Koçak 0000-0002-7339-7438

Publication Date December 30, 2022
Published in Issue Year 2022 Volume: 9 Issue: 4

Cite

APA Çerezci, Ö., Dağlıoğlu, H. E., & Koçak, C. (2022). The predictive power of motivation on self-regulation skills of gifted preschooler. Journal of Gifted Education and Creativity, 9(4), 351-367.